DOCSLIB.ORG

Using Ounce Equivalents for Grains in the Child and Adult Care Food Program Grains Are an Important Part of Meals in the Child and Adult Care Food Program (CACFP)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Using Ounce Equivalents for Grains in the Child and Adult Care Food Program Grains Are an Important Part of Meals in the Child and Adult Care Food Program (CACFP) Food and Nutrition Service Using Ounce Equivalents for Grains in the Child and Adult Care Food Program Grains are an important part of meals in the Child and Adult Care Food Program (CACFP). To make sure children and adults get enough grains at CACFP meals and snacks, required amounts for the grains component are listed in the meal pattern as ounce equivalents (oz. eq.). Ounce equivalents tell you the amount of grain in a portion of food. How Much Is 1 Ounce Equivalent? 20 cheese crackers 12 thin wheat crackers 5 woven whole-wheat crackers (1” by 1”) = 1 oz. eq. (1 1/4” by 1 1/4”) = 1 oz. eq. (1 ½” by 1 ½”) = 1 oz. eq. Using the Grains Measuring Chart The Grains Measuring Chart on pages 2-4 tells you how much of a grain item you need to serve to meet CACFP meal pattern requirements. To use this chart: Find the grain you want to serve under Find the column for the age of your 1 the “Grain Item and Size” column. 3 participants and the meal or snack you are serving. This column lists the amount of Check if the chart lists a size or weight a grain you will need to serve to meet the 2 by the name of the grain. If the chart: meal pattern requirement for grains. 1- through 5-year-olds Lists a weight for the grain, such as at least Adults at Breakfast, at Breakfast, Lunch, 56 grams, then use the Nutrition Facts label Lunch, Supper Supper, Snack for the item you want to serve to make sure it weighs the same, or more than, the grain on Serve at Least Serve at Least 2 oz. , the chart. See page 5. Grain Item and Size ½ oz. eq., which equals eq., which equals about… about… Does not list a weight or size for the grain, Pita Bread/Round then you do not need to check the size or (whole grain-rich or enriched) ¼ pita or 14 grams 1 pita or 56 grams weight of the product before using the chart. at least 56 grams* Lists a size for the grain, such as about Popcorn 1 ½ cups or 14 grams 6 cups or 56 grams 1 ¼” by 1 ½”, then check if the item is the Pretzel, Hard, Mini-Twist cup) 27 twists (~1 cup) 7 twists or 11 grams ⅔ same size, or larger than, this amount. (about 1 ¼” by 1 ½”)** or 44 grams See page 6. 61 sticks (~1 cup) or 44 grams More training, menu planning, and nutrition education materials for the 1 pretzel or 56 grams CACFP can be found at https://teamnutrition.usda.gov. 1 cup cooked or 56 grams dry Rice Cake 1 ½ cakes or 11 grams 3 cakes or 22 grams 5 ½ cakes or 44 grams at least 8 grams* Rice Cake, Mini 7 cakes or 11 grams 14 cakes or 22 grams 28 cakes or 44 grams (about 1 ½” across)** Taco or Tostada Shell, Hard 1 shell or 14 grams 2 shells or 28 grams 4 shells or 56 grams at least 14 grams* Tortilla, Soft, Corn 1 tortilla or 14 grams 2 tortillas or 28 grams 3 tortillas or 56 grams (about 6”)** Tortilla, Soft, Flour ½ tortilla or 14 grams 1 tortilla or 28 grams 2 tortillas or 56 grams (about 6”)** Tortilla, Soft, Flour ¼ tortilla or 14 grams ½ tortilla or 28 grams 1 tortilla or 56 grams (about 8”)** Waffle at least ½ waffle or 17 grams 1 waffle or 34 grams 2 waffles or 68 grams 34 grams* Grains Measuring Chart for the Child and Adult Care Food Program Age Group and Meal 6- through 18-year-olds 1- through 5-year-olds at Breakfast, Lunch, Adults at Breakfast, at Breakfast, Lunch, Supper, Snack Lunch, Supper Supper, Snack Adults at Snack only Grain Item and Size Serve at Least Serve at Least Serve at Least ½ oz. eq., which equals 1 oz. eq., which equals 2 oz. eq., which about… about… equals about… Bagel (entire bagel) ¼ bagel or 14 grams ½ bagel or 28 grams 1 bagel or 56 grams at least 56 grams* Bagel, Mini (entire bagel) ½ bagel or 14 grams 1 bagel or 28 grams 2 bagels or 56 grams at least 28 grams* Biscuit at least 28 grams* ½ biscuit or 14 grams 1 biscuit or 28 grams 2 biscuits or 56 grams Bread (whole grain-rich or ½ slice or 14 grams 1 slice or 28 grams 2 slices or 56 grams enriched) at least 28 grams* Bun or Roll (entire bun ½ bun/roll or 14 grams 1 bun/roll or 28 grams 2 buns/rolls or 56 grams or roll) at least 28 grams* Cereal Grains (barley, ¼ cup cooked or ½ cup cooked or 1 cup cooked or bulgur, quinoa, etc.) 14 grams dry 28 grams dry 56 grams dry Cereal, Ready-to-Eat: ½ cup or 14 grams 1 cup or 28 grams 2 cups or 56 grams Flakes or Rounds Cereal, Ready-to-Eat: cup or 14 grams ¼ cup or 28 grams ½ cup or 56 grams Granola ⅛ Cereal, Ready-to-Eat: ¾ cup or 14 grams 1 ¼ cup or 28 grams 2 ½ cups or 56 grams Puffed Corn Muffin ½ muffin or 17 grams 1 muffin or 34 grams 2 muffins or 68 grams at least 34 grams* Cracker, Animal 30 crackers (~1 cup) 8 crackers or 14 grams 15 crackers or 28 grams (about 1 ½” by 1”)** or 56 grams Cracker, Bear-Shaped, 12 crackers (~¼ cup) 24 crackers (~½ cup) 48 crackers (~1 cup) Sweet (about 1” by ½”)** or 14 grams or 28 grams or 56 grams Cracker, Cheese, Square, 20 crackers (~ cup) 40 crackers (~ cup) 10 crackers or 11 grams ⅓ ⅔ Savory (about 1” by 1”)** or 22 grams or 44 grams Cracker, Fish-Shaped 21 crackers (~¼ cup) 41 crackers (~½ cup) 81 crackers (~1 cup) or Similar, Savory or 11 grams or 22 grams or 44 grams (about ¾” by ½”)** *Check that the item you want to serve weighs this amount, or more. See “Using the Nutrition Facts Label” on page 5 for more information. ! **Check that the item you want to serve is about this size or larger. See “Grains Measuring Tools” on page 6 for more information. -2- Grains Measuring Chart for the Child and Adult Care Food Program Age Group and Meal 6- through 18-year-olds 1- through 5-year-olds at Breakfast, Lunch, Adults at Breakfast, at Breakfast, Lunch, Supper, Snack Lunch, Supper Supper, Snack Adults at Snack only Grain Item and Size Serve at Least Serve at Least Serve at Least ½ oz. eq., which equals 1 oz. eq., which equals 2 oz. eq., which equals about… about… about… Cracker, Graham 1 cracker or 14 grams 2 crackers or 28 grams 4 crackers or 56 grams (about 5” by 2 ½”)** Cracker, Round, Savory 4 crackers or 11 grams 7 crackers or 22 grams 14 crackers or 44 grams (about 1 ¾” across)** Cracker, Saltine 4 crackers or 11 grams 8 crackers or 22 grams 16 crackers or 44 grams (about 2” by 2”)** Cracker, Thin Wheat, Square, Savory 6 crackers or 11 grams 12 crackers or 22 grams 23 crackers or 44 grams (about 1 ¼” by 1 ¼”)** Cracker, Woven Whole- Wheat, Square, Savory 3 crackers or 11 grams 5 crackers or 22 grams 10 crackers or 44 grams (about 1 ½” by 1 ½”)** Croissant ½ croissant or 17 grams 1 croissant or 34 grams 2 croissants or 68 grams at least 34 grams* English Muffin (top and ¼ muffin or 14 grams ½ muffin or 28 grams 1 muffin or 56 grams bottom) at least 56 grams* French Toast Stick 2 sticks or 35 grams 4 sticks or 69 grams 8 sticks or 138 grams at least 18 grams* ¼ cup cooked or ½ cup cooked or 1 cup cooked or Grits 14 grams dry 28 grams dry 56 grams dry Melba Toast 2 pieces or 11 grams 5 pieces or 22 grams 8 pieces or 44 grams (about 3 ½” by 1 ½”)** Muffin and Quick Bread ½ muffin/slice or 1 muffin/slice or 2 muffins/slices or (banana, etc.) 28 grams 55 grams 110 grams at least 55 grams* ¼ cup cooked or ½ cup cooked or 1 cup cooked or Oatmeal 14 grams dry 28 grams dry 56 grams dry Pancake ½ pancake or 17 grams 1 pancake or 34 grams 2 pancakes or 68 grams at least 34 grams* *Check that the item you want to serve weighs this amount, or more. See “Using the Nutrition Facts Label” on page 5 for more information. ! **Check that the item you want to serve is about this size or larger. See “Grains Measuring Tools” on page 6 for more information. -3- Grains Measuring Chart for the Child and Adult Care Food Program Age Group and Meal 6- through 18-year-olds 1- through 5-year-olds at Breakfast, Lunch, Adults at Breakfast, at Breakfast, Lunch, Supper, Snack Lunch, Supper Supper, Snack Adults at Snack only Grain Item and Size Serve at Least Serve at Least Serve at Least ½ oz. eq., which equals 1 oz. eq., which equals 2 oz. eq., which equals about… about… about… Pasta (whole grain-rich ¼ cup cooked or ½ cup cooked or 1 cup cooked or or enriched, all shapes) 14 grams dry 28 grams dry 56 grams dry Pita Bread/Round (whole grain-rich ¼ pita or 14 grams ½ pita or 28 grams 1 pita or 56 grams or enriched) at least 56 grams* Popcorn 1 ½ cups or 14 grams 3 cups or 28 grams 6 cups or 56 grams Pretzel, Hard, Mini-Twist 7 twists (~⅓ cup) 14 twists (~⅔ cup) 27 twists (~1 cup) (about 1 ¼” by 1 ½”)** or 11 grams or 22 grams or 44 grams Pretzel, Hard, Thin Stick 16 sticks or 11 grams 31 sticks or 22 grams 62 sticks or 44 grams (about 2 ½” long)** Pretzel, Soft ¼ pretzel or 14 grams ½ pretzel or 28 grams 1 pretzel or 56 grams at least 56 grams* ¼ cup cooked ½ cup cooked 1 cup cooked Rice (all types) or 14 grams dry or 28 grams dry or 56 grams dry Rice Cake 1 ½ cakes or 11 grams 3 cakes or 22 grams 5 ½ cakes or 44 grams at least 8 grams* Rice Cake, Mini 7 cakes or 11 grams 13 cakes or 22 grams 25 cakes or 44 grams (about 1 ¾” across)** Taco or Tostada Shell, 1 shell or 14 grams 2 shells or 28 grams 4 shells or 56 grams Hard at least 14 grams* Tortilla, Soft, Corn ¾ tortilla or 14 grams 1 ¼ tortillas or 28 grams 2 ½ tortillas or 56 grams (about 5 ½”)** Tortilla, Soft, Flour ½ tortilla or 14 grams 1 tortilla or 28 grams 2 tortillas or 56 grams (about 6”)** Tortilla, Soft, Flour ¼ tortilla or 14 grams ½ tortilla or 28 grams 1 tortilla or 56 grams (about 8”)** Waffle ½ waffle or 17 grams 1 waffle or 34 grams 2 waffles or 68 grams at least 34 grams* *Check that the item you want to serve weighs this amount, or more.
Load more

Recommended publications
  • Lesson 1: Length English Vs
    Lesson 1: Length English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer B. 1 yard or 1 meter C. 1 inch or 1 centimeter English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer 1 mile B. 1 yard or 1 meter C. 1 inch or 1 centimeter 1.6 kilometers English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer 1 mile B. 1 yard or 1 meter C. 1 inch or 1 centimeter 1.6 kilometers 1 yard = 0.9444 meters English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer 1 mile B. 1 yard or 1 meter C. 1 inch or 1 centimeter 1.6 kilometers 1 inch = 2.54 centimeters 1 yard = 0.9444 meters Metric Units The basic unit of length in the metric system in the meter and is represented by a lowercase m. Standard: The distance traveled by light in absolute vacuum in 1∕299,792,458 of a second. Metric Units 1 Kilometer (km) = 1000 meters 1 Meter = 100 Centimeters (cm) 1 Meter = 1000 Millimeters (mm) Which is larger? A. 1 meter or 105 centimeters C. 12 centimeters or 102 millimeters B. 4 kilometers or 4400 meters D. 1200 millimeters or 1 meter Measuring Length How many millimeters are in 1 centimeter? 1 centimeter = 10 millimeters What is the length of the line in centimeters? _______cm What is the length of the line in millimeters? _______mm What is the length of the line to the nearest centimeter? ________cm HINT: Round to the nearest centimeter – no decimals.
    [Show full text]
  • Weights and Measures Standards of the United States—A Brief History (1963), by Lewis V
    WEIGHTS and MEASURES STANDARDS OF THE UMIT a brief history U.S. DEPARTMENT OF COMMERCE NATIONAL BUREAU OF STANDARDS NBS Special Publication 447 WEIGHTS and MEASURES STANDARDS OF THE TP ii 2ri\ ii iEa <2 ^r/V C II llinCAM NBS Special Publication 447 Originally Issued October 1963 Updated March 1976 For sale by the Superintendent of Documents, U.S. Government Printing Office Wash., D.C. 20402. Price $1; (Add 25 percent additional for other than U.S. mailing). Stock No. 003-003-01654-3 Library of Congress Catalog Card Number: 76-600055 Foreword "Weights and Measures," said John Quincy Adams in 1821, "may be ranked among the necessaries of life to every individual of human society." That sentiment, so appropriate to the agrarian past, is even more appropriate to the technology and commerce of today. The order that we enjoy, the confidence we place in weighing and measuring, is in large part due to the measure- ment standards that have been established. This publication, a reprinting and updating of an earlier publication, provides detailed information on the origin of our standards for mass and length. Ernest Ambler Acting Director iii Preface to 1976 Edition Two publications of the National Bureau of Standards, now out of print, that deal with weights and measures have had widespread use and are still in demand. The publications are NBS Circular 593, The Federal Basis for Weights and Measures (1958), by Ralph W. Smith, and NBS Miscellaneous Publication 247, Weights and Measures Standards of the United States—a Brief History (1963), by Lewis V.
    [Show full text]
  • English Customary Weights and Measures
    English Customary Weights and Measures Distance In all traditional measuring systems, short distance units are based on the dimensions of the human body. The inch represents the width of a thumb; in fact, in many languages, the word for "inch" is also the word for "thumb." The foot (12 inches) was originally the length of a human foot, although it has evolved to be longer than most people's feet. The yard (3 feet) seems to have gotten its start in England as the name of a 3-foot measuring stick, but it is also understood to be the distance from the tip of the nose to the end of the middle finger of the outstretched hand. Finally, if you stretch your arms out to the sides as far as possible, your total "arm span," from one fingertip to the other, is a fathom (6 feet). Historically, there are many other "natural units" of the same kind, including the digit (the width of a finger, 0.75 inch), the nail (length of the last two joints of the middle finger, 3 digits or 2.25 inches), the palm (width of the palm, 3 inches), the hand (4 inches), the shaftment (width of the hand and outstretched thumb, 2 palms or 6 inches), the span (width of the outstretched hand, from the tip of the thumb to the tip of the little finger, 3 palms or 9 inches), and the cubit (length of the forearm, 18 inches). In Anglo-Saxon England (before the Norman conquest of 1066), short distances seem to have been measured in several ways.
    [Show full text]
  • Measurement Benchmarks
    Lesson 12.1 Name Reteach Measurement Benchmarks You can use benchmarks to estimate measurements. The chart shows benchmarks for customary units of measurement. Benchmarksarks forfor SomeSom Customary Units CUP 1 ft 1 yd about 1 about 1 about 1 about 1 about 1 about 1 foot yard cupcup gallon ounce pound Here are some more examples of estimating with customary units. • The width of a professional football is about 1 foot . • A large fish bowl holds about 1 gallon of water. • A box of cereal weighs about 1 pound . The chart shows benchmarks for metric units of measurement. Benchmarks for Some Metric Units about about about about about about 1 centimeter 1 meter 1 milliliter 1 liter 1 gram 1 kilogram Here are some more examples of estimating with metric units. • The width of a large paper clip is about 1 centimeter . • A pitcher holds about 1 liter of juice. • Three laps around a track is about 1 kilometer . Use benchmarks to choose the customary unit you would use to measure each. 1. length of a school bus 2. weight of a computer Use benchmarks to choose the metric unit you would use to measure each. 3. the amount of liquid a bottle of 4. distance between two cities detergent holds Chapter Resources 12-5 Reteach © Houghton Mifflin Harcourt Publishing Company Lesson 12.1 Name Measurement Benchmarks Measurement and Data— Essential Question How can you use benchmarks to understand 4.MD.A.1 the relative sizes of measurement units? MATHEMATICAL PRACTICES MP1, MP5 UnlockUnlock thethe ProblemProblem Jake says the length of his bike is about four yards.
    [Show full text]
  • The International System of Units (SI) - Conversion Factors For
    NIST Special Publication 1038 The International System of Units (SI) – Conversion Factors for General Use Kenneth Butcher Linda Crown Elizabeth J. Gentry Weights and Measures Division Technology Services NIST Special Publication 1038 The International System of Units (SI) - Conversion Factors for General Use Editors: Kenneth S. Butcher Linda D. Crown Elizabeth J. Gentry Weights and Measures Division Carol Hockert, Chief Weights and Measures Division Technology Services National Institute of Standards and Technology May 2006 U.S. Department of Commerce Carlo M. Gutierrez, Secretary Technology Administration Robert Cresanti, Under Secretary of Commerce for Technology National Institute of Standards and Technology William Jeffrey, Director Certain commercial entities, equipment, or materials may be identified in this document in order to describe an experimental procedure or concept adequately. Such identification is not intended to imply recommendation or endorsement by the National Institute of Standards and Technology, nor is it intended to imply that the entities, materials, or equipment are necessarily the best available for the purpose. National Institute of Standards and Technology Special Publications 1038 Natl. Inst. Stand. Technol. Spec. Pub. 1038, 24 pages (May 2006) Available through NIST Weights and Measures Division STOP 2600 Gaithersburg, MD 20899-2600 Phone: (301) 975-4004 — Fax: (301) 926-0647 Internet: www.nist.gov/owm or www.nist.gov/metric TABLE OF CONTENTS FOREWORD.................................................................................................................................................................v
    [Show full text]
  • Fahrenheit™ Herbicide
    GROUP 2 4 HERBICIDES Fahrenheit™ Herbicide Fahrenheit™ is a 38% water soluble granule herbicide for the control of broadleaf and grassy weeds in labeled warm-season turfgrasses. ACTIVE INGREDIENTS: Potassium salt of Dicamba: ............................................................................ 33.00% Metsulfuron-methyl: ........................................................................................ 5.00% OTHER INGREDIENTS: .................................................................................... 62.00% TOTAL: ....................................................................................................... 100.00% KEEP OUT OF REACH OF CHILDREN WARNING/AVISO Si usted no entiende la etiqueta, busque a alguien para que se la explique a usted en detale. (If you do not understand the label, find someone to explain it to you in detail.) FIRST AID IF IN EYES: • Hold eye open and rinse slowly and gently with water for 15-20 minutes. • Remove contact lenses, if present, after the first 5 minutes, then continue rinsing eye. • Call a poison control center or doctor for treatment advice. IF • Immediately call a poison control center or doctor for treatment SWALLOWED: advice. • Do not induce vomiting unless told to do so by a poison control center or doctor. • Have person sip a glass of water if able to swallow. • Do not give anything by mouth to an unconscious person. HOT LINE NUMBER Have the product container or label with you when calling a poison control center or doctor or going for treatment. You may also contact SafetyCall® International (866) 897-8050 for emergency medical treatment information. Manufactured for: EPA Reg. No: 53883-387 Control Solutions, Inc. EPA Est. No: 53883-TX-002 5903 Genoa Red Bluff Net Contents: 6 ounce Pasadena, TX 77507 EPA 122916 PRECAUTIONARY STATEMENTS HAZARDS TO HUMANS AND DOMESTIC ANIMALS WARNING: Causes substantial but temporary eye injury.
    [Show full text]
  • Appendix C – General Tables of Units of Measurement
    Handbook 44 – 2014 Appendix C – General Tables of Units of Measurement Table of Contents Appendix C. General Tables of Units of Measurement ........................................................ C-3 1. Tables of Metric Units of Measurement ..................................................................................................... C-3 Units of Length ............................................................................................................................................... C-3 Units of Area .................................................................................................................................................. C-3 Units of Liquid Volume .................................................................................................................................. C-4 Units of Volume ............................................................................................................................................. C-4 Units of Mass .................................................................................................................................................. C-4 2. Tables of U.S. Units of Measurement ......................................................................................................... C-4 Units of Length ............................................................................................................................................... C-4 Units of Area .................................................................................................................................................
    [Show full text]
  • How to Balance a Rotating Assembly; Race Pages
    HOW TO BALANCE A ROTATING ASSEMBLY Keeping Things Smooth for Max Power and Longevity TECH The Sunnen DCB 750 is one of the most commonly used balancers in the industry. It features two precision- calibrated stands that support the crank by its front and rear main journals. An electric motor spins the crank to 750 rpm with a belt that attaches to the center main journal. This allows sensors in the stands to measure the amount of imbalance in the front and STEPHEN KIM THE AUTHOR rear of the crankshaft. BY PHOTOS roperly balancing the rotating assembly in any engine build is paramount to maximizing performance and longevity, but few people get to watch the P procedure firsthand. The consequences of getting it wrong range from merely annoying engine vibrations to catastrophic main bearing failure. To find out exactly what your friendly machine shop is doing to earn your $150, we headed down to the School of Automotive Machinists in Houston for a behind-the-scenes look. According to Judson Massingill, director of education at SAM, many of the preconceived notions regarding balancing are severely flawed. “The typical hot rodder will walk into an engine shop and say they want their rotating assembly balanced to one or two grams. What they think they want you to do is to make sure all the pistons and rods weigh within a couple of grams of each other, but most quality aftermarket manufacturers already do that at the factory,” he explained. “The real goal of balancing a rotating assembly is to make sure that the crankshaft counterweights offset the rotating and reciprocating forces created by pistons and rods.
    [Show full text]
  • Not Made to Measure
    Made in Britain: Not made to measure. Ronnie Cohen © 2011 Ronnie Cohen. All rights reserved. 1 Table of Contents Foreword...............................................................................................................................................5 Introduction..........................................................................................................................................6 Central Role of Measurement in Daily Life.........................................................................................7 Why Measurement Matters..................................................................................................................8 Quest for Honest Measurements since Ancient Times.........................................................................9 Measurement Facts: Did you know that....?.......................................................................................10 Description of the British Imperial System........................................................................................11 Introduction to the British Imperial System..............................................................................11 Units of Length..........................................................................................................................11 Units of Area.............................................................................................................................11 Units of Volume........................................................................................................................12
    [Show full text]
  • Metric System • the Basic Unit of Length in the Metric System in the Meter and Is Represented by a Lowercase M
    Metric System • The basic unit of length in the metric system in the meter and is represented by a lowercase m. • Mass refers to the amount of matter in an object. The base unit of mass in the metric system is the gram and is represented by g. • Volume is the amount of space an object takes up. The base unit of volume in the metric system in the liter and is represented by L or l. LESSON 1: LENGTH Length - English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer 1 mile B. 1 yard or 1 meter 1.6 kilometers C. 1 inch or 1 centimeter 1 inch = 2.54 centimeters 1 yard = 0.9444 meters Metric Units The basic unit of length in the metric system in the meter and is represented by a lowercase m. Metric Units 1 Kilometer (km) = 1000 meters 1 Meter = 100 Centimeters (cm) 1 Meter = 1000 Millimeters (mm) Which is larger? A. 1 meter or 105 centimeters C. 12 centimeters or 102 millimeters B. 4 kilometers or 4400 meters D. 1200 millimeters or 1 meter Measuring Length How many millimeters are in 1 centimeter? 1 centimeter = 10 millimeters What is the length of the line in centimeters? _______cm What is the length of the line in millimeters? _______mm What is the length of the line to the nearest centimeter? ________cm HINT: Round to the nearest centimeter – no decimals. LESSON 2: MASS Mass - English vs. Metric Units Which is larger? 1. 1 Pound or 100 Grams 1 pound = 453.6 grams 2.
    [Show full text]
  • UNITS of WEIGHT and MEASURE International (Metric) and U.S
    I \ ___^am UNITS OF WEIGHT AND MEASURE International (Metric) and U.S. Customary Definitions and Tables of Equivalents ivit I crv¥Hi\u M I I I Arm 'K^ he I I ^Nfck. r a law I I mmm I m mmJr \mw I mum lARE-ACRt STANDARDS U.S. DEPARTMENT OF COMMERCE / NATIONAL BUREAU OF Miscellaneous Publication 286 : THE NATIONAL BUREAU OF STANDARDS The National Bureau of Standards 1 provides measurement and technical information services essential to the efficiency and effectiveness of the work of the Nation's scientists and engineers. The Bureau serves also as a focal point in the Federal Government for assur- ing maximum application of the physical and engineering sciences to the advancement of technology in industry and commerce. To accomplish this mission, the Bureau is organized into three institutes covering broad program areas of research and services: THE INSTITUTE FOR BASIC STANDARDS . provides the central basis within the United States for a complete and consistent system of physical measurements, coor- dinates that system with the measurement systems of other nations, and furnishes essential services leading to accurate and uniform physical measurements throughout the Nation's scientific community, industry, and commerce. This Institute comprises a series of divisions, each serving a classical subject matter area: —Applied Mathematics—Electricity—Metrology—Mechanics—Heat—Atomic Phys- ics—Physical Chemistry—Radiation Physics—Laboratory Astrophysics 2—Radio Standards Laboratory, 2 which includes Radio Standards Physics and Radio Standards Engineering—Office of Standard Reference Data. THE INSTITUTE FOR MATERIALS RESEARCH . conducts materials research and provides associated materials services including mainly reference materials and data on the properties of materials.
    [Show full text]
  • The International Metric System of Weights and Measures
    DEPARTMENT OF COMMERCE AND LABOR BXiREAU OF STANDARDS S. W. STRATTON, Director THE INTERNATIONAL METRIC SYSTEM WEIGHTS AND MEASURES WASHINGTON GOVERNMENT PRlNTiNG OFFICK 1906 DEPARTMENT OF COMMERCE AND LABOR BUREAU or STANDARDS S. W. STRATTON, Director THE INTERNATIONAL METRIC SYSTEM OP WEIGHTS AND MEASURES WASHINGTON GOVERNMENT PRINTING OFFICE 1906 THE INTERNATIONAL METRIC SYSTEM OF WEIGHTS AND MEASURES. INTRODUCTION. The following was prepared to answer some of the more simple questions addressed to the Bureau of Standards in regard to the metric system of weights and measures and its use. The essential features of the system were embodied in a report made to the French National Assembly by the Academy of Sciences in 1 791. A number of other nations were invited to cooperate with France in establishing the new system, and Holland, Denmark, Switzerland, Spain, and several minor States were represented on an international commission which met in Paris in 1799 to accept the metric standards constructed under the direction of the French Institute. Although the metric system very soon attracted the favorable attention of other nations, it was not until forty years later that its use became general in France. Since 1840, however, its use has rapidly spread until at the present time it is either obligatory or permissive in every civilized country in the world. Its use was made " lawful throughout the United States " by act of Congress in 1866, and at the same time provision v/as made to supply every State in the Union with a set of metric weights and measures. No organized effort had been made up to this time to supply the different countries with authentic copies of the metric prototypes which were preserved in the archives of France.
    [Show full text]